<![CDATA[Purpose: This study examined students’ perceptions of pedagogical strategies in a vocational teacher education course and explored experiences underlying selected survey patterns. Methods: An explanatory sequential mixed-methods design involved 90 students who completed a researcher-developed 10-item questionnaire and 15 willing respondents randomly selected for semi-structured interviews. Because one item represented each pedagogical dimension and internal consistency was low (Cronbach’s alpha = 0.295), quantitative interpretation was limited to individual items; no composite score was interpreted. Interviews were analysed thematically and integrated with the survey findings in a joint display. Findings: Responses were confined to Neutral, Agree, and Strongly Agree, and all items had a median of 4.00. Active discussion, collaborative learning, and technology use were generally viewed affirmatively, but the narrow numerical differences among indicators were not treated as substantively meaningful. Interview accounts described collaboration as supporting discussion and peer assistance, while indicating expectations for more specific, actionable feedback and assessment tasks more closely connected with vocational practice. Acquiescence and social desirability bias cannot be excluded given the restricted response distribution. Research Implications: Course evaluation should examine feedback usability and the vocational authenticity of assessment while retaining opportunities for collaborative participation. These findings concern one course and should not be interpreted as evidence of instructional effectiveness. Originality: Integrating item-level survey patterns with interview accounts showed how broadly affirmative responses could coexist with specific expectations for improvement, providing a context-sensitive explanation of students’ pedagogical experiences in vocational teacher education.]]>
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